RELATED RESEARCH

Physics by Inquiry is the product of an intensive, collaborative effort by the Physics Education Group in the Physics Department at the University of Washington. The group includes faculty, research associates, and graduate students. Members of the group conduct in-depth investigations of student understanding through which they identify and analyze specific difficulties that students encounter in studying physics. This research has provided the foundation for the design of the instructional strategies that are incorporated in Physics by Inquiry.

Phvsics by Inquiry has been developed through an iterative, interactive process of research, curriculum development, and instruction. The participation of the Physics Education Group in the instructional program of the Physics Department has made it possible to design, test, and modify the curriculum in a continuous cycle on the basis of regular feedback from the classroom. In addition to monitoring the effectiveness with students at the University of Washington, the Physics Education Group has been able to draw on the experience of instructors at other institutions who have pilot-tested earlier editions of the modules. The extensive testing and subsequent revision that have been an integral part of the development process have helped ensure that Physics by Inquiry is well-matched to the students for whom it is intended.

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Related bibliography

Goldberg, F.M., & McDermott, L.C. (1986). Student difficulties in understanding image formation by a plane mirror. The Phys. Teach., 24, 472.

Goldberg, F.M., & McDermott, L.C. (1987). An investigation of student understanding of the real image formed by a converging lens or concave mirror. Am. J. Phys., 55 (2), 108.

McDermott, L.C. (1974). Combined physics course for future elementary and secondary school teachers. Am. J. Phys., 42, 668.

McDermott, L.C., (1974). Practice-teaching program in physics for future elementary school teachers. Am. J. Phys., 42, 737.

McDermott, L.C. (1975). Improving high school physics teacher preparation. Phys. Teach., 13, 523.

McDermott, L.C. (1990). A perspective on teacher preparation in physics and other sciences: The need for special courses for teachers. Am. J. Phys., 58 (8), 734.

McDermott, L.C. (1990). Research and computer-based instruction: Opportunity for interaction. Am. J. Phys., 58 (S), 452.

McDermott, L.C. (1991).What we teach and what is learned: Closing the gap. Am. J. Phys., 59 (4) 301 (1991).

McDermott, L.C., Piternick, L., & Rosenquist, M. (1980). Helping minority students succeed in science: I. Development of a curriculum in physics and biology; II. Implementation of a curriculum in physics and biology; III. Requirements for the operation of an academic program in physics and biology. J. Coll. Sci. Teach., 9, 135, 201, 261.

McDermott, L.C., Rosenquist, M.L., & van Zee, E.H. (1983). Instructional strategies to improve the performance of minority students in the sciences. New Directions for Teaching and Learning, 16, 59.

McDermott, L.C., Rosenquist, M.L., & van Zee, E. H. (1987). Student difficulties in connecting graphs and physics: Examples from kinematics. Am. J. Phys., 55 (6), 503.

McDermott, L.C., & Shaffer, P. (1992). Research as a guide for curriculum development: An example from introductory electricity, Part I: Investigation of student understanding. Am. J. Phys., 60 (11), 994; Erratum to Part I, Am. J. Phys., 61 (1), 81.

Rosenquist, M.L., & McDermott, L. (1987). A conceptual approach to teaching kinematics. Am. J. Phys., 55 (S), 407.

Shaffer, P., & McDermott, L. (1992). Research as a guide for curriculum development: An example from introductory electricity, Part II: Design of instructional strategies. Am. J. Phys., 60 (11), 1003.